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ERIC Number: EJ1194448
Record Type: Journal
Publication Date: 2018
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1946-7109
Language Minority Students' Mathematics Achievement in Urban Schools: Coursework, Race-Ethnicity, and English-Language Proficiency
Maldonado, Saúl I.; Mosqueda, Eduardo; Capraro, Robert M.; Capraro, Mary M.
Penn GSE Perspectives on Urban Education, v15 n1 Sum 2018
The mathematics performance data from 12,738 high school students were examined to determine the relationship between students' racial-ethnic and linguistic background, participation in higher level mathematics courses, and performance on a norm-referenced measure of achievement, explicitly accounting for important urban school context indicators. Using hierarchical linear models (HLM), researchers analyzed the effects associated with language minority students' mathematics achievement in urban schools. Findings suggest that urban high school students' participation in higher level mathematics courses may ameliorate pervasive patterns of racial-ethnic and linguistic minority disparities in achievement.
University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: https://urbanedjournal.gse.upenn.edu
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A